Research Title:

“The Correlation between Participation

in School Programs and Pupils
Well-being

Trisha Jane Cabus

BEED 3C
“The Correlation between Participation in School Programs and
Pupils well-being”

RESEARCH QUESTIONNAIRE
4-Strongly Agree
3-Agree
2-Disagree
1-Strongly disagree
PARTICIPATING IN SCHOOL PROGRAMS
Being 1 2 3 4
1. The child has a realistic sense of their own skills and abilities.
2. The child values particular activities in school
3. The child has interests (e.g. sport, computers, and animals) that
motivate them.
4. The child understands they need to follow routines in school.
5. The child knows the routines they should follow.
6. The child understands the rules of activities.
7. The child has a sense of identity/belonging that comes from
their school roles.
8. The child feels that they are a member of the school community.
9. The child understands their responsibilities.
Doing
10. The child actively selects activities, when given a range of
options.
11. The child persists to solve problems when they arise.
12. The child keeps going despite difficulties and seatbacks.
13. The child follows school norms.
14. The child does what is expected of them.
15. The child manages daily routines.
16. The child meets the expectations of their roles.
17. The child meets their responsibilities.
18. The child successfully interacts with other people in school.
19. The child effectively controls their motor skills in school.
 20. The child uses planning and organisational skills successfully
in school.
Symptoms
20. The child has enough energy during school...
21. The child is free from anxiety in school.
22. The child seems to have a happy mood in school.
23. The child seems well-slept when they arrive for school.
24. The child is pain tree during school
Environment
25. Strategies to foster involvement and interaction with peers are
regularly applied.
26. Different adults are consistent with each other in their
approach to the child.
27. Strategies to foster independence are regularly applied.
28. Classmates develop and maintain friendships with the child.
29. Classmates are generally supportive of the child.
30. Classmates provide emotional support for the child (e.g. kind,
thoughtful, responsive)
31. Classmates often include the child in social activities at school
32. Routines involving the child are adopted as necessary.
33. Demands placed on the child are well matched to interests or
abilities
34. The routines that the child is involved in are planned.
35. The child's voice is considered when devising routines.
37. Spaces are appropriate for the child’s sensory needs (e.g.
lighting, noise).
36. The school building is fully accessible to the child.
37. Visual supports are in place (e.g. timetable, classroom labels)
38. paces are available for the child's individual needs (e.g.
privacy, calm, comfort)
39. The physical layout of the classroom is appropriate for the
child.
40. The child is made aware of the location of the resources that
they require.
41. Equipment that the child requires is available to them.
42. The child has all the objects necessary to take.
43. The child has all the objects necessary to take part in activities.
Dr Donald Maciver School of Health Sciences, Queen Margaret University, Edinburgh, Scotland, UK,
EH21 6UU https://www.thirdspace.scot/wp-content/uploads/2021/04/School-Participation-
Questionnaire-Webinar-Presentation-31-March-2021.pdf
 PUPILS’ WELL-BEING
Please state how much you agree or disagree with the following statements:
Positive Well-being
1. Overall, I feel that I am satisfied with my life (for example: In
most ways my life is close to my ideal, so far I have gotten the
important things I want in life).
2. How happy would you say you are in general?
3. Thinking about myself and how I normally feel, in general, I
mostly experience positive feelings (for example: I feel alert,
inspired, determined, attentive)
4. I have been feeling in good spirits (for example: I feel optimistic
about the future, feel good about myself and confident in my
abilities).
5. I have been feeling good about my relationships with others (for
example: Getting along well with friends/colleagues, feeling loved
by those close to me).
6. I feel able to relax when I want to relax.
7. I feel energetic and interested when I need to be.
Negative Well-being
8. On a scale of one to ten, how anxious would you say you are in
general? (E.g. feeling tense or 'wound up', unable to relax, feelings
of worry or panic)?

9. Overall, how stressful is your life?

10. On a scale of one to ten, how depressed would you say you are
in general? (E.g. feeling 'down', no longer looking forward to things
or enjoying things that you used to)?
11. Thinking about myself and how I normally feel, in general, I
mostly experience negative feelings (For example: I feel upset,
hostile, ashamed, and nervous).
12. How often do you feel physically fatigued?
13. I feel burned out (For example: I feel emotionally drained ; I
feel used up at the end of the day; I feel fatigued when I get up in
the morning and I have to face another day ; I feel frustrated; I feel
I'm working too hard).
Student Stressors
14. Challenges to your development (e.g. important decisions about
your education and future career, dissatisfaction with your written
or mathematical ability, struggling to meet your own or others’
academic standards).
15. Time pressures (e.g. too many things to do at once, interruptions
of your school work, a lot of responsibilities).
16. Academic Dissatisfaction (e.g. disliking your studies, finding
courses uninteresting, dissatisfaction with school).

17. Romantic Problems (e.g. decisions about intimate relationships,

conflicts with boyfriends’/girlfriends’ family, conflicts with
boyfriend/girlfriend).
 18. Societal Annoyances (e.g. getting ripped off or cheated in the
purchase of services, disliking fellow students).

19. Social Mistreatment (e.g. social rejection, loneliness, being

taken advantage of).
20. Friendship problems (e.g. conflicts with friends, being let down
or disappointed by friends, having your trust betrayed by friends).
Social Support
21. I feel that I have the social support I need (for example: There is
someone who will listen to me when I need to talk, there is someone
who will give me good advice, there is someone who shows me
love and affection).
22. There is a person or people in my life who would provide
tangible support for me when I need it (for example: could lend me
money or other things I need).
23. There is a person or people in my life who would provide me
with a sense of belonging (for example: I could find someone to go
to a movie with me, I often get invited to do things with other
people, I regularly hang out with friends).
24. There is a person or people in my life with whom I would feel
perfectly comfortable discussing any problems I might have (for
example: difficulties with my social life, getting along with my
parents).
Coping Style:

Positive coping
25. Problem Focused
When I find myself in stressful situations, I take a problem-focused
approach (e.g. I take one step at a time, I change things about the
situation or myself to deal with the issue, I don’t let my feelings
interfere too much).
26. Seeks Social Support
When I find myself in stressful situations, I look for social support
(e.g. I talk to someone to get more information, I ask someone for
advice, I talk to someone about how I’m feeling).
27. Blame Self
When I find myself in stressful situations, I blame myself (e.g. I
criticize or lecture myself, I realise I brought the problem on
myself).
28. Wishful Thinking
When I find myself in stressful situations, I wish for things to
improve (e.g. I hope a miracle will happen, I wish I could change
things about myself or circumstances, I daydream about a better
situation).
29. Avoidance
When I find myself in stressful situations, I try to avoid the problem
(e.g. I keep things to myself, I go on as if nothing has happened).
Work-Life Balance
31. Do you find that your life outside school interferes with your
 academic activities?
32. Do you find that your academic activities interfere with
other aspects of your life?
Big 5 Personality
33. I feel that I am open to new ideas (For example: I enjoy
philosophical discussion, I like to be imaginative, I like to be
creative)
34. I feel that I have an agreeable nature (For example: I feel
sympathy toward people in need, I like being kind to people, I'm co-
operative
35. I feel that I am a conscientious person (For example: I am
always prepared, I make plans and stick to them, I pay attention to
details)
36. I feel that I am outgoing and enthusiastic (not reserved or quiet
37. I feel that I am calm and emotionally stable (not anxious or
easily upset).
Academic workload and stress
38. How would you rate your current academic workload on a scale
of 1-10 (1 meaning “there is little or no workload” and 10 meaning
“there is a very high workload on my course”)?
39. How stressful do you find your academic work on a scale of 1-
10 (1 meaning “not at all stressful” and 10 meaning “the most
stressful it could possibly be”)?
40. How efficiently do you do your academic work (1=not at all
efficiently, 10 = extremely efficiently)?
41. What is the average mark do you usually get for coursework?
42. What is the average mark do you usually get for examinations?
Gary M. Williams, Hannah Pendlebury, Kai Thomas, Andrew P. Smith* Centre for
Occupational and Health Psychology, School of Psychology, Cardiff University, Cardiff, UK